Leadership courses in the fire services are highly challenging,and they can seriously exhaust trainees and hamper their selfregulated learning efforts(for example,setting goals,focusing attention,seeking feedback).We ...Leadership courses in the fire services are highly challenging,and they can seriously exhaust trainees and hamper their selfregulated learning efforts(for example,setting goals,focusing attention,seeking feedback).We theorize that experiences of failure or overload can curtail trainees'available energy resources on subsequent training days,which,in turn,should affect trainees'learning efforts.Given instructors'central role in leadership courses,we hypothesize that supportive and humble instructor behaviors decrease experiences of failure and overload and,thus,increase self-regulated learning.Moreover,we argue that supportive instructor behavior may amplify the positive effects of high energy resources,while humble behavior may alleviate the negative impact of low resource levels.We tested preregistered hypotheses with 118 firefighters participating in two-week leadership courses at a German fire academy.The participants completed short web-based questionnaires before and after classes each day.Multilevel analyses confirmed that perceived daily supportive and humble instructor behavior predicted trainees'reports of daily self-regulated learning activity.Notably,this effect was independent from positive effects of trainees'reported energy resources in the morning.Supportive and humble behavior did not moderate the eff ect of energy resources.Our findings suggest that instructors play a crucial role in facilitating effective learning under challenging training conditions.Furthermore,we offer implications for leaders in fire services,who often conduct trainings with their subordinates.展开更多
目的 探索健康生活方式指导员通过在线平台分享健康科普意愿的影响因素,为更好地发挥指导员的健康传播与促进作用提供依据。方法 基于计划行为理论(Theory of Planned Behavior,TPB)和益处与风险评价理论(Theory of Benefit and Risk As...目的 探索健康生活方式指导员通过在线平台分享健康科普意愿的影响因素,为更好地发挥指导员的健康传播与促进作用提供依据。方法 基于计划行为理论(Theory of Planned Behavior,TPB)和益处与风险评价理论(Theory of Benefit and Risk Assessment,BRA),2022年9月在南京市健康生活方式指导员中进行实证研究,分析感知风险、感知益处、分享态度、主观规范和感知行为控制对分享意愿的影响及机制。结果 参与调查的指导员1665名,模型解释了分享意愿87%的变化(R^(2)=0.87)和分享行为;32%的变化(R^(2)=0.32)。分享态度(β=0.388)、主观规范(β=0.596)、感知行为控制(β=0.105)和感知益处(β=0.081)正向影响指导员分享健康科普意愿(P<0.05)。分享态度在感知益处和分享意愿间起部分中介作用,中介效应为0.205 (95%CI:0.180~0.235);分享态度在感知风险和分享意愿间起完全中介作用,中介效应为0.076 (95%CI:0.064~0.091)。结论 基于TPB和BRA的整合模型可以较好地解释南京市指导员通过在线平台分享健康科普意愿的影响因素,为开展指导员培训和实施干预措施提供依据。展开更多
基金part of the project“FIRE:Feedback Instruments for Rescue Force Education–Leadership and Teamwork in High Risk Environments,”supported with funds from the State of North Rhine-Westphalia,Germany。
文摘Leadership courses in the fire services are highly challenging,and they can seriously exhaust trainees and hamper their selfregulated learning efforts(for example,setting goals,focusing attention,seeking feedback).We theorize that experiences of failure or overload can curtail trainees'available energy resources on subsequent training days,which,in turn,should affect trainees'learning efforts.Given instructors'central role in leadership courses,we hypothesize that supportive and humble instructor behaviors decrease experiences of failure and overload and,thus,increase self-regulated learning.Moreover,we argue that supportive instructor behavior may amplify the positive effects of high energy resources,while humble behavior may alleviate the negative impact of low resource levels.We tested preregistered hypotheses with 118 firefighters participating in two-week leadership courses at a German fire academy.The participants completed short web-based questionnaires before and after classes each day.Multilevel analyses confirmed that perceived daily supportive and humble instructor behavior predicted trainees'reports of daily self-regulated learning activity.Notably,this effect was independent from positive effects of trainees'reported energy resources in the morning.Supportive and humble behavior did not moderate the eff ect of energy resources.Our findings suggest that instructors play a crucial role in facilitating effective learning under challenging training conditions.Furthermore,we offer implications for leaders in fire services,who often conduct trainings with their subordinates.
文摘目的 探索健康生活方式指导员通过在线平台分享健康科普意愿的影响因素,为更好地发挥指导员的健康传播与促进作用提供依据。方法 基于计划行为理论(Theory of Planned Behavior,TPB)和益处与风险评价理论(Theory of Benefit and Risk Assessment,BRA),2022年9月在南京市健康生活方式指导员中进行实证研究,分析感知风险、感知益处、分享态度、主观规范和感知行为控制对分享意愿的影响及机制。结果 参与调查的指导员1665名,模型解释了分享意愿87%的变化(R^(2)=0.87)和分享行为;32%的变化(R^(2)=0.32)。分享态度(β=0.388)、主观规范(β=0.596)、感知行为控制(β=0.105)和感知益处(β=0.081)正向影响指导员分享健康科普意愿(P<0.05)。分享态度在感知益处和分享意愿间起部分中介作用,中介效应为0.205 (95%CI:0.180~0.235);分享态度在感知风险和分享意愿间起完全中介作用,中介效应为0.076 (95%CI:0.064~0.091)。结论 基于TPB和BRA的整合模型可以较好地解释南京市指导员通过在线平台分享健康科普意愿的影响因素,为开展指导员培训和实施干预措施提供依据。
